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Doris Reeves-Lipscomb

The Mirror in Us: Mirror Neurons & Workplace Relationships | The Intentional Workplace - 0 views

intentionalworkplace.com/...eurons-workplace-relationships

mirror workplace relationships emotions womenslearningstudio

shared by Doris Reeves-Lipscomb on 30 Dec 14 - No Cached
  • Doris Reeves-Lipscomb on 30 Dec 14
     
    Interesting explanation of how our brains mirror each other through "enbodying" reactions, January 19, 2012
Lisa Levinson

Tomorrow's Learning Today: 7 Shifts To Create A Classroom Of The Future - 0 views

www.teachthought.com/...ideas-shifts-in-learning-today

womenslearningstudio WLStudio resources WIOA MAEA learning education ideas edtech shifts pedagogy teaching edchat

shared by Lisa Levinson on 25 May 15 - No Cached
  • Lisa Levinson on 25 May 15
     
    from Te@chthought.com: Terry Hick updated the 2013 version of this infographic on 5/21/15. Mirrors Seek, sense, share and the digital literacies in Net Smart. Good site for teaching and learning, although k - 12 focused but relevant to most teaching, I think.
Doris Reeves-Lipscomb

elearnspace › What I've learned in my first week of a dual-layer MOOC (DALMOOC) - 0 views

www.elearnspace.org/...k-of-a-dual-layer-mooc-dalmooc

learning MOOC Siemens

shared by Doris Reeves-Lipscomb on 17 Nov 14 - No Cached
  • Doris Reeves-Lipscomb on 17 Nov 14
     
    blog by George Siemens reflecting on his first week of a dual-layer MOOC, October 28, 2014. "I'm biased toward learners owning their own content and owning the spaces where they learn. My reason is simple: knowledge institutions mirror the architecture of knowledge in the era in which they exist. Today, knowledge is diverse, messy, partial, complex, and rapidly changing. What learners need today is not instructivism but rather a process of personal sensemaking and wayfinding where they learn to identify what is important, what matters, and what can be ignored. Most courses assume that the instructor and designer should sensemake for learners. The instructor chooses the important pieces, sets it in a structured path, and feeds content to learners. Essentially, in this model, we take away the sweet spot of learning. Making sense of topic areas through social and exploratory processes is the heart of learning needs in complex knowledge environments. " Though I am biased toward learner-in-control, I do recognize the value of formal instruction, particularly when the topic area is new to a learner. Even then, I would like to see rapid transitions from content provision to having learners create artifacts that reflect their understanding. These artifacts can be images, audio, video, simulations, blog posts, or any other resource that can be created and shared with other learners. Learning transparently is an act of teaching.
Doris Reeves-Lipscomb

Rethinking Assessment to Meet the Demands of the 21st Century Workforce - Vander Ark on... - 0 views

blogs.edweek.org/...he_21st_century_workforce.html

assessment formative technology innovation education womenslearningstudio

shared by Doris Reeves-Lipscomb on 08 Jul 15 - No Cached
  • exponentially increases the power of assessment by increasing assessments, giving students a firsthand account of what they understand, and giving instructors the opportunity to intervene before a student falls behind. Assessment should mirror good instruction, happen continuously as part of instruction, and provide educators with information about students' level of understanding.
  • By reaching students at the exact moment they are trying to understand and requiring full comprehension before they move on, we can help prevent students from falling through the cracks later on in their education.
  • To accelerate their completion of remedial courses and stay on track to complete a certificate or degree program, students should take advantage of personalized learning technology that provides assistance outside of classroom time, such as online self-paced learning and assessment tools. These resources help students test their knowledge to determine areas of strength and struggle. Then, students can work at their own pace to master difficult concepts, and monitor their progress along the way.
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  • Generation Do-It-Yourself students are exploring new learning opportunities that's changing the roles of educator. Teachers will undoubtedly benefit from investing time and energy into becoming well versed in effective educational technology tools that create learning experiences that are personalized, and continuously adaptive. Understanding how students are actually performing and offering data-driven guidance will help learners better absorb course material and understand challenging concepts. Tools that provide teachers with actionable data enable educators to monitor each student's progress in a course, evaluate the achievement of learning outcomes, and intervene when needed
  • Doris Reeves-Lipscomb on 08 Jul 15
     
    Don Kilburn/Tom Vander Ark blog post on how formative assessment made possible by technology is helping GenerationDo-It-Yourself students (and teachers?) remediate while still in high school. Pearson is behind this article (remember Barb McDonald's mention of this in a CPSquare discussion).
Doris Reeves-Lipscomb

Mamas, Don't Let Your Babies Grow Up to Be Writers - Advice - The Chronicle of Higher E... - 0 views

chronicle.com/...151587

chronicle writers blogging womenslearningstudio

shared by Doris Reeves-Lipscomb on 16 Feb 15 - No Cached
  • Poor Joan Didion: "There is always a point in the writing of a piece when I sit in a room literally papered with false starts and cannot put one word after another and imagine that I have suffered a small stroke, leaving me apparently undamaged but actually aphasic."
  • And yet complain he did. For a while I was a good friend, listening with cuticle-picking patience and reminding him of his successes. Finally I’d had it, mostly because in that moment he reminded me so much of myself. When I realized he’d become a magnifying mirror of my own bad habits and irritating tics, I said to him: "Stop having so many feelings and just do the f-ing work."
  • Doris Reeves-Lipscomb on 16 Feb 15
     
    blog by Rachel Toor, February 2, 2015. Exactly how it is with blogging sometimes (which I should be writing even as I write this instead)
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